chapter 3 — creating a syllabus
TRANSCRIPT
Page 18 Instruction at FSU Handbook 2011
Florida State University requires all courses to have an
accompanying syllabus that is distributed at the beginning
of the semester. Here, we outline the many uses of a syllabus,
which serves as a window into your course plan; provides
suggestions for constructing an organized and complete
syllabus; and gives checklists and examples for writing your
syllabus, including University policy and rule statements.
• Syllabus Considerations
• Uses for a Syllabus
• Syllabus Template
• Syllabus Checklist
• Examples for Writing Policy and Rule Statements
• Tips on Writing Your Syllabus
• Sample Syllabus
• Resources for Course Design, Objectives, and Syllabus
Syllabus Considerations
A syllabus is a basis for a common understanding between in-
structor and student. Some points to consider as you prepare
your syllabus:
A syllabus assures students that certain activities, a grading
system, with evaluation (grading) standards, etc., will occur
during the semester.
Syllabi should be written to cover the worst-case situation;
requirements can be relaxed but not made more restrictive.
Let the students know the expectations that are required for
theclassonthefirstday.
If you make a change from the syllabus, even at student
request, make it in writing, and obtain signed consent of the
students, especially if it is to the disadvantage of the student.
End each syllabus with a caveat to protect you, your depart-
ment, and the University if changes in the syllabus must be
made once your course is underway.
Example “The above schedule and procedures in this
course are subject to change in the event of
extenuating circumstances.”
Chapter 3 — Creating a Syllabus
Page 19 Instruction at FSU Handbook 2011
• Delineates policies and expectations.
◊ Establishes course requirements, general policies
(attendance, class participation, late assignments,
missed work) and guidelines for student perfor-
mance (grading policies).
◊ Makes explicit the relationship between require-
ments, performance, and the grade received.
• Presents an overview of course content.
◊ Describes course content, perspective, goals, and
learning outcomes.
◊ Includes course scope, coverage and sequence,
course structure and organization, goals and mecha-
nisms for meeting them.
◊ Explainshowcoursecontentfitswithinthecontext
of the discipline, careers, or life-long learning.
• Provides information on schedules,
assignments, and exams.
◊ Givesthespecificcoursetopics,whenthesetopics
will be covered, and information on assignments
and exams.
◊ Includes class schedules, topic lists or outlines,
course assignments and due dates, and exam dates
and coverage.
Uses for a Syllabus
• Aids the instructor in course design
and development.
◊ Provides the framework for the course.
◊ Helps determine course content.
◊ Helps organize and structure course material.
◊ Helps pace the course.
◊ Serves as an indicator of how well the course
is going.
◊ Clarifiescoursegoalsandobjectivesandstrategies
for achieving them.
• Lists general administrative and
logistical information.
◊ Provides information on the professor, the course,
and course prerequisites.
◊ Schedules dates and meeting times.
◊ Identifiesmeetingplaces.
◊ Lists required and recommended textbooks and
materialsandwheretofindthem.
◊ Provides laboratory information.
Page 20 Instruction at FSU Handbook 2011
• Influences student attitudes and
increases motivation.
◊ Helps orient students to the course and helps allevi-
ate their anxiety about the unknown.
◊ Begins to establish a collegial tone and a non-threat-
ening environment.
◊ Conveys enthusiasm for the subject and sparks stu-
dent interest and motivation.
◊ Indicates that the goals are attainable yet establishes
the intellectual challenge.
◊ Lets students know what they can expect from the
course and the instructor.
◊ Sets a tone of support for learning.
• Serves as a starting point for mutual discussion.
◊ Serves as a framework for mutual (professor and
students) setting of goals and expectations, not as a
lock into a rigid schedule.
◊ Doesn’t restrict students’ freedom to learn.
• Serves as a study guide/source of assistance
for students.
◊ Guides students through the term and helps them
take responsibility for their own learning.
◊ Helps students prepare for classes, exams,
and readings.
◊ Helps them organize/synthesize course material.
◊ Guides them through the course/readings.
◊ Serves as pre-lecture/pre-discussion guide.
◊ Helps them assess their progress throughout
the term.
• Meets departmental or administrative needs
and requirements.
◊ Provides information about the course to the
department, college, accrediting panels, or others.
Excerpted from Hammons, J. O., & Shock, J. R. (1994). The
course syllabus reexamined. Journal of Staff, Professional,
and Organizational Development, 12, 5-17.
Page 21 Instruction at FSU Handbook 2011
» Course Information
◊ Course Name, Number, and Section
◊ Class Meeting Time
◊ Class Meeting Place
» Contact Information
◊ Your Name and Title
◊ OfficeNumber/Building
◊ YourOfficeHours(bothasynchronous
and synchronous)
◊ OfficePhoneandFaxNumber
◊ E-mail Address
◊ Class E-mail Address
◊ Information about your graduate assistant if you
have one
» Material
◊ Required Readings/Texts
◊ Suggested Readings
◊ E-mail Account and Other
Instructional Technologies
◊ Course Packs
◊ Other Materials
Suggestion
Onthefirstdayofclass,itisimportanttoprovide
each student with your syllabus and review the
points. Do not rely on students reading and under-
standing it on their own. Make sure that all stu-
dents’ questions are answered, and that all points
of potential misunderstanding are cleared up. Once
the course has started, reinforce syllabus content by
referring to it in class.
Syllabus Template
A Syllabus Checklist [pdf doc] developed at Florida State Uni-
versity is provided in the next section with brief discussions
of its elements.
Syllabus Checklist
The course syllabus…should be a document that captures the
scopeofthedisciplineandidentifiesthecontributionofthe
course to that discipline.
Larry Abele April 13, 2001
Page 22 Instruction at FSU Handbook 2011
» Course Description
◊ Goal/Rationale of the Course
•Howthecoursewillbenefitthestudent;howthecourse relates to the content, primary concepts and principlesofthediscipline(whereitfitsintotheoverall intellectual area)
•Type of knowledge and abilities that will be emphasized
•How and why the course is organized in a particular sequence
◊ Learning Objectives [“Approved written objectives
of each course” and course outlines to students.
University policy requires that an outline of the
course contents be distributed at the beginning of
the semester along with the written objectives. The
evaluation of each instructor’s teaching effectiveness
will begin with the approved written objectives of the
instructor’s course.]
•What the students will gain from your course
•Why you chose these objectives as the most impor-tant skills/knowledge (It is helpful to include objec-tives for each of the class meetings or topics.)
» Teaching Philosophy – What is your approach for teach-ing this course? What do you think students should do tobestbenefitfromthecourse?Youmayincludeyourexpected teaching methods and a statement regarding students’ responsibility for learning and your responsi-bilities as their instructor.
» Student Responsibilities
◊ Participation
◊ Homework
◊ Other Daily Responsibilities
◊ Projects, including information on group processes
◊ Tests/Exams
» Course Content and Outline (may be in the form of a course calendar)
◊ Class Meeting Dates
◊ Holidays/Other Non-meeting Dates
◊ Major Topics
◊ Due Dates for Readings, Assignments, Tests,
Projects, etc.
» Evaluation (Grading) Standards and Method — A clear explanation of evaluation, including a clear statement on the assessment process and measurements. Be explicit! You may include format, number, weight for quizzes and exams, descriptions of papers and projects, as well as how they well be assessed and the overall grading scale and standards.
◊ Resources
◊ Web-based
◊ Labs
◊ Study Groups/Halls
◊ Other Types of Help
Page 23 Instruction at FSU Handbook 2011
» ADA Policy: [Suggested language from the Faculty Senate]:
AMERICANS WITH DISABILITIES ACT:
Students with disabilities needing academic accommoda-
tion should:
(1)Register with and provide documentation to the
Student Disability Resource Center; and (2) bring a letter
to the instructor indicating the need for accommodation
andwhattype.Thisshouldbedoneduringthefirstweek
of class. This syllabus and other class materials are avail-
able in alternative format upon request.
For more information about services available to FSU
students with disabilities, contact:
Student Disability Resource Center
874 Tradition Way
108 Student Services Building
Florida State University
Tallahassee, FL 32306-4167
(850) 644-9566 (voice)
(850) 644-8504 (TDD)
http://www.disabilitycenter.fsu.edu
» Syllabus Change Policy: [Suggested language from the
Faculty Senate]
“Except for changes that substantially affect implementa-
tion of the evaluation (grading) statement, this syllabus
is a guide for the course and is subject to change with
advance notice.”
» Essential Policy Information (Accompanying each item should be a statement on how each will impact grades.)
◊ Attendance/Lateness Policy
◊ Policy for Late Work
◊ Policy for Missed Tests
◊ Policy for Extra Credit
◊ Copyright Statement [Suggested language]:
Some of the materials in this course are possibly
copyrighted. They are intended for use only by stu-
dents registered and enrolled in this course and only
for instructional activities associated with and for the
duration of the course. They may not be retained in
another medium or disseminated further. They are
provided in compliance with the provisions of the
Teach Act.
◊ Florida State Academic Honor Policy—[The Faculty
Senate suggests]:
The Florida State University Academic Honor Policy
outlines the University’s expectations for the integ-
rity of students’ academic work, the procedures for
resolving alleged violations of those expectations,
and the rights and responsibilities of students and
faculty members throughout the process. Students
are responsible for reading the Academic Honor
Policy and for living up to their pledge to “be hon-
est and truthful and…[to] strive for personal and
institutional integrity at Florida State University”
(Academic Honor Policy).
Page 24 Instruction at FSU Handbook 2011
Examples for Writing Policy and Rule Statements
Attendance Policy
If attendance is important, state why it is important, how
many absences are allowable, and what effect, if any,
attendancehasonthefinalgrade.
FSU’s Class Attendance Policy
(from the Faculty Handbook)
The instructor decides what effect unexcused absences will
have on grades and will explain class attendance and grading
policies in writing at the beginning of each semester. Instruc-
tors must accommodate absences due to documented illness,
deaths in the immediate family and other documented crises,
call to active military duty or jury duty, religious holy days,
andofficialUniversityactivitiesand must do so in a way
that does not penalize students who have a valid
excuse. Consideration also should be given to students
whose dependent children experience serious illness. All
students are expected to abide by this class attendance policy.
Students must also provide, when possible, advance notice of
absences to the instructor as soon as possible following the
illness or event that led to an absence. Regardless of whether
an absence is excused or unexcused, the student is respon-
sible for making up all work that is missed. University-wide
policyrequiresallstudentstoattendthefirstclassmeetingof
all classes for which they are registered.
Studentswhodonotattendthefirstclassmeetingofacourse
for which they are registered will be dropped from the course
by the academic department that offers the course. In order
to enforce this policy, instructors are required to take atten-
danceatthefirstclassmeetingandreportabsencestothe
appropriate person in their department or school/college.
The faculty member is expected to check attendance in all
classes. The faculty member is expected to make some al-
lowance for absence occasioned by illness, by trips, for the
University,orbyauthorizedfieldtrips.Anyarrangementto
make up work because of class absence is the responsibility of
the student. The effect of absence upon grades in determined
by the instructor; at the beginning of the term the faculty
member explains the grading policy to the students. For
further information consult the Faculty Handbook.
Page 25 Instruction at FSU Handbook 2011
Example 2
Attendance: There is no formal policy; however,
it is doubtful that you will pass with more than four
absences. Attendance will be recorded daily in case
an advisor or dean inquires about a student. If you
miss a class YOU ARE RESPONSIBLE for making
upmissedwork.Iwillanswerspecificquestions,but
I will not re-teach any lesson.
Class Participation
Some instructors feel strongly that students should not only
attend class, but also should actively participate. If you expect
students to participate in class, state this in your syllabus, in-
dicateifitwillcountinthefinalgrade(andhowmuchweight
it will have), and state what constitutes “good” or “accept-
able” class participation.
Example 1
Attendance Points
To achieve the goals of this course successfully, a
high rate of attendance is necessary. Therefore,
points will be awarded accordingly.
Classes Missed Points
0 +20
1 +15
2 0
3 -5
4 -10
5 -15
6 -20
7 -30
8 -50
9 -100
All requests for excused absences must be in writing
with supporting documentation. The request should
include: date of absence, reason for absence, date of
submission, signature. Decision to excuse absences
will rest with the instructor.
Page 26 Instruction at FSU Handbook 2011
Example
Class participation is an important element of the
course. The quality of participation, which is a
reflectionofcarefulreadingofcases,detailed
quantitative analysis where necessary, thoughtful
reflection,andclearandconcisecomments,is
extremely important. It is also important to build
on each other’s comments, which means attentive
listening. Class participation will be judged on the
basis of quality and consistency of effort on a daily
basis. Attendance is not participation. Each student
can ascertain the adequacy of his or her class
participation by occasional discussion with
the instructor.
Late Assignment Policies
What is your policy on late assignments? Do you accept
them? Do you downgrade them? How much are they
marked down? How late can these assignments be before
the student gets an F?
ExampleGrades of late papers will be penalized up to one full
grade down for every 2 weeks (10 weekdays) they
are late. For example, an A paper (due March 13)
handed in March 20 will be given an A-/B+ or if it
were handed in March 27 will be given a B. Papers
will not be accepted more than two weeks late.
Missed Work and/or Exams
What is your policy on missed class work, quizzes, or exams?
What excuse(s), if any, will you accept? Can the student make
up the missed work? How much will missed work affect their
finalgrade?
ExamplesQuizzes: Three quizzes will be given during the
quarter. Dates are Wednesday, April 30, Wednesday,
May 21, and Wednesday, June 11. Should you miss a
quiz because of an excused absence, you have until
the next class meeting to take it. Make-ups will not
be allowed for unexcused absences. The average of
quizzesusedinfinalgradecalculationwillbecalcu-
lated from the quizzes taken.
Exams: There will be three exams (including the
final).Allthreeexamswillbeweightedequally.
Make-up Exams: Make-up exams are discouraged.
If you miss an exam you MUST leave me a message,
BY THE TIME OF THE EXAM, saying you will not
be there and why. Leave your phone number(s)
and times you can be reached. Make-up exams will
be given only if a) a physician’s note says that you
wereunabletotaketheexam,orb)theDean’soffice
requests a make-up. Otherwise, you will be given a 0
(zero) on the exam.
Page 27 Instruction at FSU Handbook 2011
• Multiple Submission - Submitting the same paper
for credit in two courses without instructor permission;
making minor revisions in a credited paper or report
(including oral presentations) and submitting it again as
if it were new work. It is each instructor’s responsibility
to make expectations regarding incorporation of existing
academic work into new assignments clear to the student
in writing by the time assignments are given.
After including the statement on FSU’s Academic Honor
Policyinyoursyllabus,itmightbebeneficialtostateyour
beliefs about what you consider to be cheating or plagiarism.
Cheating and Plagiarism
What are your policies on cheating and/or plagiarism? What
constitutes cheating or plagiarism? Do you have a policy on
group work and multiple submissions?
A sample of Academic Honor Violations outlined in FSU’s
Academic Honor Policy:
• Plagiarism - Using another’s work from print, web, or
other sources without acknowledging the source; quot-
ingfromasourcewithoutcitation;usingfacts,figures,
graphs, charts or information without acknowledgement
of the source.
• Cheating - Copying from another student’s paper or
receiving unauthorized assistance during a quiz, test or
examination; using books, notes or other devices (e.g.,
calculators, cell phones, or computers) when these are
not authorized ; procuring without authorization a copy
of or information about an examination before the sched-
uled exercise; unauthorized collaboration on exams.
• Unauthorized Group Work - Working with another
person or persons on any activity that is intended to be
individual work, where such collaboration has not been
specificallyauthorizedbytheinstructor.
Page 28 Instruction at FSU Handbook 2011
Example 1
Dr.Bell*identifiesthreecommon
types of plagiarism:
1. Submitting a paper that was written by someone
other than you.
2. Submitting a paper in which you use the ideas of
another but do not footnote that source
and/or do not place that source in your list
of references.
3. Submitting a paper in which you use the exact
words of a source and do not put the words
within quotation marks, footnote and place the
source in your list of references. Even if you
footnote and place the source in your list of
references, the omission of quotation marks is a
type of plagiarism. As a practical guideline, use
quotation marks when quoting more than four
consecutive words.
*From Bell, J. E. (1974). Independent study and
self-directed learning in psychology (pp. 18-19).
Columbia, MD: Howard Community College.
[Professor, Nursing]
Example 2
Students are encouraged to discuss among them-
selves the assigned case. But, collaboration must not
extend to the writing of the report or to the prepara-
tion of the exhibits. Similar outlines, organization,
exhibits, or phrasing in the written reports of two or
more students will be regarded as evidence of exces-
sive collaboration and be dealt with in accordance
with the rules of the University regarding
academic dishonesty.
Example 3 All work must be original to you and done for the
firsttimethissemesterforthisclass.Worksorparts
of works previously submitted for credit in another
class are not permitted. Doing so constitutes a viola-
tion of the University’s Academic Honor Policy.
Page 29 Instruction at FSU Handbook 2011
Tips on Writing Your Syllabus
• Be as brief as possible. Use short sentences or lists or
outlines. Don’t overwhelm your students with lengthy
prose – the syllabus should merely serve as a reference
document and reminder to students.
• Organize the information. Outlines, tree charts, and
various diagrams can help you plan before you actually
write the text of your syllabus. A logical structure of the
syllabus can help you make sure you have covered every
important topic and help ensure that students will be
able to identify important information more easily.
• Be friendly. Use everyday words and address the
student in the syllabus. For example, use “you,” “we,”
and “I,” rather than “the student,” “your professor,” or
“the instructor.”
• Consider the visual organization of your information as it
appears on the sheet of paper. Graphic design is not only
a matter of aesthetic appeal; it has a strong bearing on
the readability of any document.
• Useheadingssostudentscaneasilyscanittofind
pertinent information.
Course Requirements and Grading Policy
Course requirements and grading policy are often (although
not always) treated together in the syllabus.
ExampleThe required work for the course will consist of:
• Four homework problem sets covering
input-output/SAM, linear programming, CGE
modeling, and project appraisal (40% weight)
• An article review assignment (20% weight)
• Afinalexamcoveringlecturesandrequired
readings (40% weight)
• Optional extra credit assignments will also be
available. Class attendance and participation
will be taken into account in borderline
grading situations.
Adapted from Hammons, J. O., & Shock, J. R.
(1994). The course syllabus reexamined. Journal of
Staff, Professional, and Organizational Develop-
ment, 12 (1), 5-17.
Page 30 Instruction at FSU Handbook 2011
Contact Information
Annette Jones, Ph.D.
C3500 UCC
(850) 644-6141
Office Hours: Tuesday and Thursday 9:00-10:00 a.m. or
almost anytime by appointment
Materials:
• John Belton, American Cinema/American Culture 2nd
ed. NY: McGraw-Hill, 2005. ISBN: 0-07-288627-7
• Maricarmen Martinez, Multicultural Film: An Anthology
(Fall 2006)
Course Description:
• Thestudentwillbenefitfromthiscoursebylearninga
matrix of movie history, movie genres, and approaches to
multiculturalism by which to judge the movies, cultural
representation and the cultural experiences of life. The
movies provide a window on middle and late 20th cen-
tury cultures, which serve as comparisons and contrasts
for culture in the 21st century.
• The ability to synthesize and analyze articles on culture
and movies, and an ability to speak and write about mov-
ies and culture will be necessary.
• The course is arranged chronologically by appearance of
moviesandgenresoffilm,whichcharacterizeddiscrete
time periods in 20th and 21st century cinema history.
• Highlight important information. Use capital letters,
italics, and bold type or underlining. However, use them
sparingly or the purpose will be lost (the student will
ignore it). Also, long strings of capitalized text are less
legible than using upper and lower case. The logical
structure of the syllabus helps ensure that you have
covered every important topic and, in the end, helps
ensure that students will be able to identify important
information more easily.
� Use plenty of white space. Do not put too much text
on one page.
� Be neat. Avoid messiness, typos, etc. (particularly
when you do not accept messiness and typos from
your students).
Sample Syllabus
Course Information: Syllabus
HUM 3321: Multicultural Film and 20th
Century Culture (Fall 2006)
214 LSB
MWF 9:05-9:55
Syllabus Change Policy:
Except for changes that substantially affect implementation
of the evaluation (grading) statement, this syllabus is a guide
for the course and is subject to change with advance notice.
Page 31 Instruction at FSU Handbook 2011
Goal/Rationale for the course:
This course is meant to raise the conscious level for all stu-
dentsoffilmandculturetoacknowledgefilmasamirrorof
our culture as well as affecting our culture. We shaped our
movies by who we were, and in turn they have shaped us to
be who we have become. By watching movies with a better
understanding of their biases and prejudices we may confront
the stereotypes in our culture. Students who attend all the
classes, watch all the movies, read the text and articles dili-
gently, discuss in the classroom or on Blackboard the salient
points raised, and write clearly their analyses and syntheses
will do well in this course. The learners’ responsibilities
include an open-minded approach to new ideas about race,
class, gender, and sexuality. Class and Blackboard discus-
sions will be conducted with decorum and the learners will
maintain a demeanor that is in harmony with a non-threat-
ening exploration of sensitive issues. Writings and essays for
thecoursewillbethestudents’ownworkreflectingtheirbest
effort and considered thought.
Learning Objectives: The learner will be able to…
• Analyze how Americans look to race, class, gender and
sexuality as formulas by which to judge others through
both classroom discussions and various
online/writing assignments.
• Identify stereotypes of race, class, gender and sexuality
and then explain the harm in such stereotypes through
both classroom discussions and the writing assignments
required for this class.
• Evaluate the extent to which movies conform to or break
themoldoftheirgenresbywatchingvariousfilmclips
in class and then analyzing them in relation to American
Cinema/American Culture.
• Evaluate the different ways that Americans have become
divided by race, class, gender, and sexuality, and pos-
sessed with this knowledge, be able to propose solu-
tions to such divisions. Students will have the chance to
explain their proposed solutions in class, online, and in
several writing assignments throughout the semester.
• Recall the information presented in the articles from the
filmreaderandtheassignedchaptersfromtheBelton
book through take home quizzes and both the midterm
andfinalexams.
Page 32 Instruction at FSU Handbook 2011
• Projects: There may be frequent discussion forums
online that will be carried into the classroom. They must
beworkedoninadvance.Therewillbeapaperonafilm
not seen or discussed in the course, but reviewed accord-
ing to the parameters established in the course.
• Tests/Exams:Therewillbeamid-termandafinal
(non-cumulative) exam. There will also be weekly take
home quizzes to test such items as whether articles have
beenreadwithcare,filmsseenintheirentirety,etc.
Student Responsibilities
• Participation: Learners are expected to be present
and on time for all classes. Learning is by classroom and
Blackboard discussions and students are expected to be
full partners in this process. Learners are also expected
to be attentive to the Blackboard site’s announcements
and assignments on a continuing basis. Checking with
the Blackboard site at least three times each week will be
necessary. Learning is by classroom lecture/discussion
and/or online discussion forums. There will be some
online group work and students are expected to be
full partners in this process.
• Homework: Assignments will be given requiring the
students’ownwritingandresponsestoarticles,films,
and outside stimuli brought into the course for the
purpose of student responses. The amount of writing is
required to be a predetermined minimal amount (3333
words) set by university policy (Gordon rule).
• Other daily responsibilities: Learners will be
encouraged to enrich their learning environment by
bringing into course discussions items from newspapers,
radioreports,televisioncoverage,thelatestfilms,and
anecdotes from their own life experiences.
Page 33 Instruction at FSU Handbook 2011
August 28-September 1Introduction to Multicultural Film
Articles: Introduction: The Multicultural Nation(1) Langston Hughes, “Little Song”(2) A Conceptual Framework for Understanding Race, Class, Gender, and Sexuality(3) Ideology and Ideological State Apparatuses
Belton: (1) The Emergence of the Cinema as an Institution
September 05-08America Divided in Film
***Film: North CountryArticles: (4) Men’s Behavior and Women’s Interest in Blue-Collar Jobs
Belton: (2) Classical Hollywood Cinema: Narration(3) Classical Hollywood Cinema: Style
September 11-15Film and Stereotypes
***Film: But I’m a CheerleaderArticles: (5) Stereotypes: Conceptual and Normative Considerations
(6) Queer and Now(7) The Silent Minority: Rethinking Our Commitment to Gay and Lesbian Youth
Belton: (4) The Studio System
September 18-22The Western Film
***Film: Red RiverArticles: (8) A New Vision of Masculinity
(9) Cowboys and Free Markets: Post-World War II Westerns and Hegemony
Belton: (11) The Making of the West
September 25-29The Screwball Comedy Film
***Film: Woman of the YearArticles: (10) Fast Talking Dames
(11) ‘Miss Hepburn is Humanized’: The Star Persona of Katharine HepburnBelton: (8) American Comedy
Course Content & Outline
Page 34 Instruction at FSU Handbook 2011
October 02-06The War Film***Film: JarheadArticles: (12) “Now a Major Motion Picture”: War Films and Hollywood’s
New Patriotism(13) The Psychohistory of Warfare: The Co-Evolution of Culture, Psyche and Enemy
Belton: (9) War and Cinema
October 09-13Film Noir
***Film: A Touch of EvilArticles: (14) Film Noir and the American Dream: The Dark Side of
the Enlightenment(15) Women in Film Noir
Belton: (10) Film Noir: Somewhere in the Night
October 16-20Review and Midterm ExamThe midterm exam will be on Friday, October 20th.
October 23-27The African-American Film
***Film: Baadasssss!Articles: (16)NoAccident:FromBlackPowertoBlackBoxOffice
(17) Making It: A Conversation with Melvin Van PeeblesBelton: (14) The 1960s: The Counterculture Strikes Back
October 30-November 03Film and The Gaze
***Film: The Girl Next DoorArticles: (18)Objectification
(19) ‘The Girl Next Door’” A Teen Romantic Comedy Formula Disguises the Darker Implications Underneath
Belton: (5) The Star System
Page 35 Instruction at FSU Handbook 2011
November 06-10Essay Due Monday, November 6thFilm and Class
***Film: Office SpaceArticles: (20) The Perversion of Human Needs
(21) The Destructive Power of MoneyBelton: (12) Hollywood and the Cold War
November 13-17Film and Race
***Film: X-Men 2: X-Men UnitedArticles: (22) The Spectacle of the ‘Other’
(23) White Privilege: Unpacking the Invisible Knapsack (24) White Privilege Shapes the U.S.(25) Global Capitalism: What’s Race Got to Do with It?
Belton: (15) The Film School Generation
November 20-24Outline for Final Paper is due Monday, November 20.
November 28-December 02Film and Sexuality
***Film: Brokeback MountainArticles: (26) I’ll Show You Mine, If You’ll Show Me Yours: Gay Men, Masculinity
Research, Men’s Studies, and Sex(27) Capitalism and Gay Identity
Belton: (16) Into the Twenty-First Century
December 04-08America Reunited in Film
***Film: Big EdenArticles: (28)AllColorsFlowintoRainbowsandNooses:TheStruggletoDefine
Academic Multiculturalism(29) Treat Students Right by Valuing Their Diversity
Belton: (13) Hollywood in the Age of Television
Final Paper is due Friday, December 8th (the last day of class)
Final Exam: Thursday, December 14th at 10:00 a.m.
Page 36 Instruction at FSU Handbook 2011
Assessments:
• Thefinalpaper(4pages)countsfor20%ofthegrade
• The midterm exam counts for 25% of the grade
• Thefinalexamcountsfor25%ofthegrade
• Quizzes, Discussion Board assignments, etc., count for
20% of the grade
• The essay (500 words) counts for 10% of the grade
Resources:
ThefilmswillbeshownattheStudentLifeBuildingonMon-
days. Check the detailed schedule at their website:
http://movies.fsu.edu
You must be able to attend one of these showings
in order to take this course. Some of our films may
be available at the local movie rental stores, but the
rentals will usually be at a premium price.
Printed text and reader are referenced above.
Anecdotalevidencesfromlife(films,TV,radio,newspapers,
magazines, personal experiences, etc.) are welcomed and
encouraged to be brought into the discourse.
Final Exams/Essays
Grading Method: Evaluation is based mainly on essay writ-
ing and therefore a competency in such writing is expected.
Students’ writing will be judged by its clarity and precision
in manuscript execution (all essays must be word-processed
and submitted digitally) with evidence of proofreading before
submission; correct spelling, punctuation, and grammar;
focus on a point, topic, or subject that is congruent with the
scope of the assignment; appropriate synthesis and analysis;
logical progression of ideas, arguments, counter arguments,
and conclusions; and assertions and statements supported by
evidence and discussion.
All writing assignments will be submitted to safe-
assign.com. All work must be original to you and
done for the first time this semester for this class.
Grading Scale:93-100 A90-92 A-87-89 B+83-86 B80-82 B-77-79 C+73-76 C70-72 C-67-69 D+63-66 D60-62 D-59 and below F
Page 37 Instruction at FSU Handbook 2011
Policy for missed tests:
All students will be expected to be present for the exams
scheduled in the classroom. Only after the exam has been
missed will there be a negotiation for how to make up the
exam. Why the exam was missed will be a chief consideration
in these matters.
Florida State Honor Code:
“The Florida State University Academic Honor Policy
outlines the University’s expectations for the integrity of
student’s academic work, the procedures for resolving alleged
violations of those expectations, and the rights and respon-
sibilities of students and faculty members throughout the
process. Students are responsible for reading the Academic
Honor Policy and for living up to their pledge to “be honest
and truthful and . . . [to] strive for personal and institutional
integrity at Florida State University.”
Academic Honor Policy
ADA Policy:
“Students with disabilities needing academic accommodation
should: (1) register with and provide documentation to the
Student Disability Resource Center; (2) bring a letter to the
instructor indicating the need for accommodation and what
type.Thisshouldbedoneduringthefirstweekofclass.”
Essential Policy Information:Gordon Rule Requirement: Since this course is a Gordon
Rule class, students must obtain a C- or better in order to
pass the Gordon Rule requirement. Gordon rule require-
ments mandate a total writing assignment of approximately
3,333 words. Failure of the student to turn in the writing
assignmentwillresultinafinalgradenohigherthanD+.For
further information on these university policies, refer to the
handbook at http://deanofstudents.fsu.edu/policy.html
Attendance/lateness policy:
Unexcused Absences:
1. A student may miss one week’s worth of work
without penalty.
2. For any part of the second week of missed classes we will
reduce the grade by one stage, e.g., B- > C+.
3. For any part of the third week of missed classes we will
reduce the grade by one additional stage, e.g., B+ > B-.
4. For any part of the fourth week of missed classes we will
follow the university guidelines on attendance and give
no credit, i.e., F.
Excused absences do not count against the student’s at-
tendance. (Excused absences must be negotiated with the
instructor, and may be for such reasons as funerals, visits
tothedoctor,jobinterviews,orverifiable
transportation emergencies.)
Page 38 Instruction at FSU Handbook 2011
• Diamond, R. M. (1989). Designing and improving
courses and curricula in higher education.
San Francisco: Jossey-Bass.
• Erickson, S. C. (1984). The essence of good
teaching. San Francisco: Jossey-Bass.
• Gagne, R. M., Briggs, L. J., & Wager, W. W.
(1992). Principles of instructional design. New
York: Harcourt Brace.
• Kemp, J. (1985). The instructional design model.
New York: Harper & Row.
• Kemp, J. Morrison, G., & Ross, S. (1998).
Designing effective instruction (2nd ed.). Upper
Saddle River, NJ: Prentice-Hall.
• McKeachie, W. J. (1986). Teaching tips: A guide
book for the beginning college teacher.
Lexington, MA: D.C. Heath.
• Reiser, R. A., & Dick, W. (1996). Instructional
planning: A guide for teachers (2nd ed.). Boston:
Allyn and Bacon.
• The First Day of Class: Advice and Ideas. (1989,
August/September). The Teaching Professor,
3, (7), 1-2.
For more information about services available to FSU
students with disabilities contact the Student Disability
Resource Center, 874 Traditions Way, 108 Student Services
Building, Florida State University, Tallahassee, FL 32306-
4167, (850) 644-9566 (voice), (850) 644-8504 (TDD), sdrc@
admin.fsu.edu | http://www.disabilitycenter.fsu.edu
Resources for Course Design, Objectives, and Syllabus
Writing Objectives and Constructing Syllabi Books/
Articles
• Andrews, J. (1982). Teaching assistants: A hand
book of teaching ideas. San Diego, CA: University
of California, San Diego, TA Development Program.
• Bloom, B. S. (Ed.). (1956). Taxonomy of educational
objectives. New York: Longmans, Green.
• Briggs, L. J., Gustafson, K. L., & Tillman, M.
H. (Eds.). (1991). Instructional design: Principles
and applications (2nd ed.). Englewood
Cliffs, NJ: Educational Technology Publications.
• Day, R. S. (1980). Teaching from notes: Some
cognitive consequences. New Directions for
Teaching and Learning, No. 2. San Francisco:
Jossey-Bass.
Page 39 Instruction at FSU Handbook 2011
Constructing Syllabi
Books/Articles
• Grunert, J. (1997). The course syllabus: A learning-cen-
tered approach. Boston, MA: Anker Publishing.
• Von Harrison, G., & Derr, K. (1977). Writing a student
syllabus. Provo, UT: Brigham Young University.
• Wilkerson, L., & McKnight, R. T. (1978). Writing a
course syllabus: A self-study packet for college teachers.
[Copies may be acquired by writing: LuAnn Wilkerson,
Ed.D., Director Faculty Development New Pathway
Project Harvard Medical School, 25 Shattuck St.
Boston, MA 02115]
FSU Websites
• OfficeofDistanceLearning
http://odl.fsu.edu
• OfficeoftheProvostandAcademicAffairs
http://provost.fsu.edu
• Program for Instructional Excellence
http://pie.fsu.edu
• Expectations, Annual Evaluations, and Promotion and
Tenure Online Document - Abele, L. G. (2001, April).
Florida State University, Expectations, Annual Evalua-
tions and Promotion and Tenure: A follow up to
promotion and tenure document. Retrieved
April 2002 from the World Wide Web
Writing Objectives
Books/Articles
• Gronlund, N. E. (1991). How to write and use
instructional objectives (4th ed.). New York: Macmillan.
• Mager, R. F. (1984). Preparing instructional
objectives (2nd ed.). Belmont, CA: Lake Publishing.